Impact of video games on the strategic use of digital tools for education in primary

Celia Rangel-Pérez 1 * , Maria Botey 2, Oliver Carrero 2, Julio Alard 3
More Detail
1 Complutense University of Madrid, Madrid, SPAIN
2 ESIC University; ESIC Business & Marketing School, Madrid, SPAIN
3 ESIC Business & Marketing School, Madrid, SPAIN
* Corresponding Author
Online Journal of Communication and Media Technologies, Volume 13, Issue 1, Article No: e202305. https://doi.org/10.30935/ojcmt/12848
OPEN ACCESS   135 Views   71 Downloads   Published online: 19 Jan 2023
Download Full Text (PDF)

ABSTRACT

Given the need for greater information technology literacy, as reflected in SDG 4 of the 2030 Agenda, it is necessary to motivate interest in information and communication technologies (ICT) from childhood. The aim of this study is to verify that the use of video games enables the development of an interest in children that favors digital competences related to leisure and education. To this end, the relationships among some of the most used video games by children (Brawl Stars, Roblox, and Fortnite) are analyzed. A sample of 371 children (aged 8 to 12) attending primary school in Spain was taken. Structural equation models were used to analyze the relationships between measurable and latent variables. The results show (i) the mediating role of fun use of ICT in achieving the educational use of ICT effect and (ii) the different levels of ICT use depending on gender.

CITATION

Rangel-Pérez, C., Botey, M., Carrero, O., & Alard, J. (2023). Impact of video games on the strategic use of digital tools for education in primary. Online Journal of Communication and Media Technologies, 13(1), e202305. https://doi.org/10.30935/ojcmt/12848

REFERENCES

  • AEVI. (2020). La industria del videojuego en España. Anuario 2020 [The video game industry in Spain. Yearbook 2020]. https://cutt.ly/WnoYMG2
  • Aguaded, J., & Cabero, J. (2013). Tecnologías y medios para la educación en la e-sociedad [Technologies and media for education in the e-society]. Alianza.
  • AIMC. (2019). Quinto Estudio AIMC Niñ@s [Fifth Study AIMC Niñ@s]. https://bit.ly/2EudCBE
  • Aliagas-Marin, C, Correro, C., Matsumot, M., Espallargas, L., & Vilaboa, C. (2021). Kids digital lives in COVID-19 times. Digital practices, safety and well-being of the 6-12 years old. A qualitative study–national report–Spain. European Commission. https://ddd.uab.cat/pub/infpro/2021/240353/kiddiglivcovid19.pdf
  • Batista-Foguet, J., & Coenders, G. (1998). Introducción a los modelos estructurales. Uti­lización del análisis factorial confirmatorio para la depuración de un cuestionario [Introduction to structural models. Use of confirmatory factor analysis to refine a questionnaire]. In J. Renom (Ed.), Tratamiento informatizado de datos [Computerized data processing] pp. 229-286). Masson.
  • Batista-Foguet, J., & Coenders, G. (2004). Análisis factorial confirmatorio. Su utilidad en la validación de cuestionarios relacionados con la salud [Confirmatory factor analysis. Its usefulness in the validation of health-related questionnaires]. Medicina Clínica [Clinical Medicine], 122, 21-27. https://doi.org/10.1157/13057542
  • Beck, J. C., & Wade, M. (2004). Got game: How the gamer generation is reshaping business forever. Harvard Business School Press.
  • Belonovskaya, I. D., Matvievskaya, E. G., Saitbaeva, E. R., Ksenofontova, A. N., Usmanov, S. M., Zatsepina, M. B., & Bakshaeva, E. V. (2020). Digital communication in educational process: Development trends and new opportunities. Online Journal of Communication and Media Technologies, 10(2), e202008. https://doi.org/10.29333/ojcmt/7928
  • Betancur, S., Carmona, L., Contreras, R., Karam, J., Maestre, N., Romero, Y., & Uribe, S. (2014). Videojuegos y TIC como estrategias pedagógicas: Formación para el uso seguro de Internet [Videogames and ICT as pedagogical strategies: Training for the safe use of the Internet]. Cultura, Educación y Sociedad [Culture, Education and Society], 5(1), 91-107.
  • Blackwell, C., Lauricella, A., & Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers & Education, 77, 82-90. https://doi.org/10.1016/j.compedu.2014.04.013
  • Cabero, J., & Ruiz, J. (2018). Las tecnologías de la información y comunicación para la inclusión: Reformulando la brecha digital [Information and communication technologies for inclusion: Reframing the digital divide]. International Journal of Educational Research and Innovation, 9, 16-30.
  • Cabero, J., Gutiérrez, J., & Barroso, J. (2017). Polimedia como estrategia de comunicación en los procesos de enseñanza-aprendizaje [Polymedia as a communication strategy in teaching-learning processes]. In M. Hernández, M. (Eds.), Experiencias universitarias hispanomexicanas de innovación docente [Hispano-Mexican university experiences of teaching innovation] (pp. 241-253). Quintana Roo.
  • Chaudron, S. (2015). Young children (0-8) and digital technology: A qualitative exploratory study across seven countries. Publications Office of the European Union. https://cutt.ly/3b6VfZz
  • Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Routledge.
  • Domínguez-Alfonso, R., Hernández-Mendo, A., & Girl-Merino, E. (2018). Construcción y validación de un cuestionario para la evaluación del uso de las TIC en los centros educativos de secundaria [Construction and validation of a questionnaire for the evaluation of the use of ICT in secondary schools]. Digital Education Review, 34, 1-26.
  • Elias, G. S., Garfield, R., & Gutschera, K. R. (2012). Characteristics of games. MIT Press.
  • Empantallados & GAD3. (2020). El impacto de las pantallas en la vida familiar durante el confinamiento [The impact of screens on family life during confinement]. https://cutt.ly/0b6VpSK
  • Espino, E., & González, C. (2016). Educación, mujeres y tecnología: Análisis de preferencias formativas según el género [Education, women and technology: Analysis of training preferences according to gender]. Revista Investigación, Tecnología y Ciencia [Research, Technology and Science Magazine], 10(10), 91-101.
  • EU Kids Online. (2020). Survey results from 19 countries. EU Kids Online. https://bit.ly/3g662L1
  • Frasca, G. (2009). Juego, videojuego y creación de sentido. Una introducción [Game, video game and creation of meaning. An introduction]. Comunicación: Revista Internacional de Comunicación Audiovisual, Publicidad y Estudios Culturales [Communication: International Journal of Audiovisual Communication, Advertising and Cultural Studies], 1(7), 37-44.
  • Gaptain. (2020). Estudio ciberseguridad y convivencia escolar 2020 [Cybersecurity and school coexistence study 2020]. https://gaptain.com/blog/estudio-ciberseguridad-y-convivencia-escolar-2020/
  • García-Jiménez, E., Gil-Flores, J., & Rodríguez-Osuna, G. (1995). Introducción a la teoría clásica de los tests [Introduction to classical test theory]. Faculty of Education, University of Seville.
  • Garfield, R. (2000). Metagames. In J. Dietz (Ed.), Horsemen of the apocalypse. Essays on roleplaying. Jolly Roger Games.
  • Gee, J. P. (2011). Reflections on empirical evidence on games and learning. In S. Tobias, & J. D. Fletcher (Eds.), Computer games and instruction (pp. 220-235). Information Age Publishing, Inc.
  • Gee, J. P., & Hayes, E. (2012). Nurturing affinity spaces and game-based learning. In C. Steinkuehler, K. Squire, & S. Barab (Eds.), Games, learning, and society. Learning and meaning in the digital age (pp. 129-153). Cambridge University Press. https://doi.org/10.1017/CBO9781139031127.015
  • Gewerc, A., Fraga, F., & Rodés, V. (2017). Niños y adolescentes frente a la competencia digital. Entre el teléfono móvil, youtubers y videojuegos [Children and adolescents facing digital competition. Between the mobile phone, youtubers and video games]. Revista Interuniversitaria de Formación del Profesorado [Interuniversity Journal of Teacher Training], 89(31), 171-186.
  • Gil, R. M., Arnedo-Moreno, J., González, C. S., Paderewski, P., Domenech, M., & de Frutos, M. L. (2020). Generación Z y Fortnite: Lo que engancha a los más pequeños [Generation Z and Fortnite: What hooks the little ones]. Interacción, Revista Digital de AIPO [Interaction, AIPO Digital Magazine], 1, 32- 42. https://doi.org/10.1145/3335595.3335613
  • Gil, R. M., González, C., Paderewski, P., Arnedo-Moreno, J., Domenech, M., & de Frutos, M. L. (2019). Z generation and Fortnite: New ethical paradigms in video games design. In Proceedings of the XX International Conference on Human Computer Interaction (pp. 1-2). https://doi.org/10.1145/3335595.3335613
  • Google. (2021). About classroom. https://cutt.ly/ob6Van7
  • Herrero, P. (2020). La industria del videojuego facturó en 2020, en todo el mundo, más que el cine y los deportes juntos en EEUU [The video game industry billed in 2020, worldwide, more than cinema and sports together in the US]. AS. https://cutt.ly/Ob6VUgV
  • Holloway, D., Green, L., & Livingstone, S. (2013). Zero to eight. Young children and their internet use. EU Kids Online.
  • Kahila, J., Tedre, M., Kahila, S., Vartiainen, H., Valtonen, T., & Mäkitalo, K. (2020). Children’s gaming involves much more than the gaming itself: A study of the metagame among 12- to 15-year-old children. Convergence. https://doi.org/10.1177/1354856520979482
  • Kline, R. (2005). Principles and practice of structural equation modeling. Guilford Press.
  • Koster, R. (2013). Theory of fun for game design. O’Reilly Media, Inc.
  • Lacasa, P. L., Pernía, M. R. G., & Herrero, D. (2011). Aprender en mundos digitales [Learning in digital worlds]. Infancias Imágenes [Childhood Images], 10(1), 129-140.
  • Lee, J. H., Clarke, R. I., & Rossi, S. (2016). A qualitative investigation of users’ discovery, access, and organization of video games as information objects. Journal of Information Science, 42(6), 833-850. https://doi.org/10.1177/0165551515618594
  • Lin, D., Bezemer, C. P., & Zou, Y. (2019). An empirical study of game reviews on the steam platform. Empirical Software Engineering, 24(1), 170-207. https://doi.org/10.1007/s10664-018-9627-4
  • Marín, V., & Martín-Párraga, J. (2014). ¿Podemos utilizar los videojuegos para el desarrollo del currículo de la etapa infantil? [Can we use video games for the development of the curriculum of the infant stage?] NAER New Approaches in Educational Research, 1(3), 21-27. https://doi.org/110.7821/naer.3.1.20-25
  • Martin-Romera, A., & Molina-Ruiz, E. (2017). Valor del conocimiento pedagógico para la docencia en educación secundaria: Diseño y validación de un cuestionario [Value of pedagogical knowledge for teaching in secondary education: Design and validation of a questionnaire]. Estudios Pedagógicos [Pedagogical Studies], 43(2), 195-220. https://doi.org/10.4067/S0718-07052017000200011
  • Ministry of Education, Culture and Sport. (2014). Real Decreto 126/2014, de 28 de febrero, por el que se establece el currículo básico de la educación primaria [Royal Decree 126/2014, of February 28, which establishes the basic curriculum of primary education]. BOE. https://cutt.ly/Fb6VdBG
  • Morales, E. (2009). El uso de los videojuegos como recurso de aprendizaje en educación primaria y teoría de la comunicación [The use of video games as a learning resource in primary education and communication theory]. Diálogos de la Comunicación [Communication Dialogues], 78, 1-12.
  • Núñez-Gómez, P., Ortega-Mohedano, F., & Larrañaga-Martínez, K. (2020a). Hábitos de uso y consumo de pantallas inteligentes entre niños/as de 7 a 9 years old en España [Habits of use and consumption of smart screens among children from 7 to 9 years old in Spain]. Revista Mediterránea de Comunicación [Mediterranean Communication Magazine], 12(1), 191-204. https://doi.org/10.14198/MEDCOM000009
  • Núñez-Gómez, P., Ortega-Mohedano, F., Monguí Monsalve, M., & Larrañaga, K. (2020b). El uso de dispositivos móviles y apps por los niños y las niñas en España post-confinamiento [The use of mobile devices and apps by boys and girls in Spain post-confinement]. Internet Seguro For Kids (IS4K). https://cutt.ly/3buy4ct
  • Ofcom. (2019). Children and parents: Media use and attitudes report 2018. https://cutt.ly/puvtQLh
  • Ortega-Mohedano, F., & Pinto-Hernández, F. (2021). Predicting wellbeing in children’s use of smart screen devices. Comunicar [Communicate], 29(66), 119-128. https://doi.org/10.3916/C66-2021-10
  • Portaltic. (2020). Los videojuegos más usados entre los niños coinciden con los que más prohíben los padres, según studio [The most used video games among children coincide with those that parents prohibit the most, according to a study]. https://cutt.ly/tb6VQ25
  • Qustodio. (2020). Informe anual de Qustodio 2020 sobre los hábitos digitales de los menores [Qustodio 2020 annual report on the digital habits of minors]. https://cutt.ly/Ub6VsZA
  • Rospigliosi, P. (2022). Metaverse or simulacra? Roblox, Minecraft, Meta, and the turn to virtual reality for education, socialization and work. Interactive Learning Environments, 30(1), 1-3. https://doi.org/10.1080/10494820.2022.2022899
  • Sánchez, J., & Mendoza, C. (2010). Diferencias de género y TICs en la educación chilena [Gender differences and ICTs in Chilean education]. In Proceedings of the 1st Interdisciplinary Congress of Research in Education. Center for Advanced Research in Education.
  • Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. Journal of Educational Research, 99(6), 323-337. https://doi.org/10.3200/JOER.99.6.323-338
  • Sourmelis, T., Ioannou A., & Zaphiris, P. (2017). Massively multiplayer online role playing games (MMORPGs) and the 21st century skills: A comprehensive research review from 2010 to 2016. Computers in Human Behavior, 67, 41-48. https://doi.org/10.1016/j.chb.2016.10.020
  • Streiner, D. L., & Norman, G. R. (1989). Health measurement scales. A practical guide to their development and use. Oxford University Press.
  • UN. (2021). Quality education. Sustainable development goals. United Nations. https://www.un.org/sustainabledevelopment/education/
  • Wiederhold, B. K. (2021). Kids will find a way: The benefits of social video games. Cyberpsychology, Behavior, and Social Networking, 24(4), 213-214. https://doi.org/10.1089/cyber.2021.29211.editorial
  • Wijman, T. (2020). Global game revenues up an extra $15 billion this year as engagement skyrockets. Newzoo. https://cutt.ly/3b6VD6y
  • Wilcox, J. B., Bellenger, D. N., & Rigdon, E. E. (1994). Assessing sample representativeness in industrial surveys. Journal of Business & Industrial Marketing, 9(2), 51-61. https://doi.org/10.1108/08858629410059834